Adapting and applying student-centered learning in a perfusion clinical rotation

Area of Science:

• Cardiovascular Perfusion Education
• Allied Health Professional Training

Background:

• Limited publications exist on improving clinical education for perfusionists.
• Student-centered learning models are valuable in allied health and medical fields.

Purpose of the Study:

• To implement and evaluate a student-centered clinical model for perfusion education.
• To enhance reflective practice and clinical decision-making skills in perfusion students.

Main Methods:

• Reversed student-preceptor evaluations for self-assessment.
• Instituted biweekly evidence-based practice sessions moderated by the program director.
• Developed three skill/experience levels for students to progress through during rotations.

Main Results:

• Students demonstrated increased familiarity with reflective practice, self-evaluation, and evidence-based learning.
• The student-centered model facilitated problem-based learning during educational sessions.
• Preceptors benefited from defined student skill/experience levels.

Conclusions:

• Transitioning to a student-centered clinical rotation effectively promotes key learning strategies.
• This model aims to cultivate lifelong reflective practitioners in perfusion.
• The implemented methods support the development of competent and reflective perfusionists.